Tajuk 542: SLOT - Bina story line untuk "Background of the Study"

Salam bro.... amacam hari ni  .. jogging tak?

Jogging tetap jogging.... mudah2an jadi jadi ibadah juga 

Aku tengok kusyuk ko menaip... tulis pasal apa?

Aku cuba nak buat satu urutan yang aku namakan sebagai Story Line of Theme (SLOT). 

La.. amende lagi tu?

Aku nak buat semacam satu urutan supaya aku boleh detailkan lagi Zero Draft of Thesis (ZDOT) aku. Maknanya, pelajar yang novis boleh ikut jer story line tersebut. Tapi SLOT ini tak merangkumi semua bahagian thesis, aku nak cuba buat utk background dan Literature Review sahaja sebab aku banyak gak dapat soalan "standard" - cam ner nak tulis background atau LR, apa yang di tulis, apa yang nak tulis dulu dan kemudian dll....

Jadi aku kemukakan 5 story line background of the thesis dgn contoh yang aku ambil dari beberapa "sedutan" thesis aku sendiri (aku italic kan). Heading lain 1.2, 1.3 tu tak perlulah story line sebab straight to the point...

Melihat story line hidup sendiri

Inilah 5 urutan story line tersebut:

CHAPTER 1

INTRODUCTION

1.1  Backgorund of study

SLOT 1. Sejarah ringkas

SLOT 2. Perkenal isu

SLOT 3. Perkenal masalah dalam isu

SLOT 4. Perkenalkan fokus kajian anda

SLOT 5. Kenapa kajian anda penting utk dijalankan

Working Title: Development of computer animation in chemistry using constructivist approach

1.1  Backgorund of study

SLOT 1 – Sejarah ringkas

Perkenalkan sedikit “sejarah”  “area of investigation”  in general. Bagi contoh tajuk di atas, kajian berkaitan “teaching and learning in science education”. Tulis ikut urutan event bagi kajian anda.

Malaysia has given a high priority to educational development since independence in 1957. The emphasis on science education started in 1960 in response to reports by the Education Review Committee which called for explicit commitment to improve the quality of science education (Zain & Lewin, 1993). In the 1960s, General Science was taught as a compulsory subject at the lower secondary level.  Since then, science education in Malaysia has undergone several changes and innovations.

Then in 1969, the MOE through the Curriculum Development Centre adapted the Scottish Integrated Science Syllabus for lower secondary school science (Form I, II and III) to replace the existing General Science subject.

Subsequently, in 1972, the newly-formed Curriculum Development Centre (CDC), introduced new science subjects for Forms IV and V - Modern Physics, Chemistry and Biology which were derived from Nuffield Science materials from England. For upper secondary non-science stream students, the Modern Science subject was introduced in 1974, derived from Nuffield Secondary Science (Lee, 1992).

The teaching and learning strategies for science subjects which utilized guided-inquiry continued with the implementation of the New Integrated Secondary School Curriculum in 1989. Specifically, science in the KBSM stressed the development of scientific skills through guided-inquiry activities where  students are actively involved in solving and discovering scientific phenomena through investigations, discussions, and problem solving (MOE, 1994).

SLOT 2 – perkenal isu.

Tulis mengenai senario situasi semasa berkaitan isu dalam “teaching and learning in science education”. Isu disini adalah implementation “teaching and learning in science education” dgn pendekatan “guided-inquiry” yang hanya tertumpu kepada melakukan experiment.

The teaching and learning strategies for science subjects which utilized guided-inquiry continued with the implementation of the New Integrated Secondary School Curriculum in 1989, which stressed the development of scientific skills through guided-inquiry activities where  students are actively involved in solving and discovering scientific phenomena through investigations, discussions, and problem solving (Ministry of Education [MOE], 1994a).

Therefore in daily practice, guided-inquiry is implemented mostly for doing experiment where the teacher provides the materials and problem for the students to investigate, emphasizing the scientific process skills such as observation and data collection.  

SLOT 3 – Perkenal masalah dalam isu

Masalahnya adalah “teaching and learning in science education” dgn guided-inquiry tidak memadai tetapi cuba diperbaiki oleh KPM dgn memperkenalkan constructivist learning theory.

Realizing that learning science is more than acquiring science process skills through guided-inquiry activities, the MOE took the step of introducing the constructivist learning theory in 2001, to highlight the importance of student’s active engagement in constructing personal meaning of the subject matter. 

As stressed by Martin (2003), constructivist learning gives emphasis to an active search for meaning and understanding by individual students where they construct deep understanding through social activities and interaction with others. This approach takes into consideration students’ prior knowledge, beliefs and attitudes as well as encourages discussion in order to help them acquire new concepts (MOE, 2001b)….

SLOT 4. Perkenalkan focus kajian anda

Perkenal kajian anda untuk mengatasi masalah kajian. Fokus kajian ada adalah menguji keberkesanan animasi mengunakan constructivist approach for  teaching and learning chemistry. 

In the Malaysian educational system, chemistry is taught as one of the core single subjects and reemphasized at the post secondary level. Basically, it is relatively easy for students to discover simple basic concepts in chemistry through the guided-inquiry approach .  An important issue here is how students can understand chemistry concepts because they possess different levels of abstractness (Taber, 2000).

Therefore, instead of relying the scientific skills through guided-inquiry activities as practised by most chemistry teachers, the focus of this study is to investigate the effectiveness using animation based on the constructivist approach to teaching and learning chemistry.  

SLOT 5. Kenapa kajian anda penting utk dijalankan

Dibahagian akhir inilah anda simpulkan betapa pentingnya kajian yang akan anda jalankan..

While computer technologies have the potential to be integrated with the constructivist derived approaches, they also place specific demands on teachers to choose or develop the appropriate computer presentations that facilitate a student’s own understanding through activities and interaction during science classes. For this proposed shift of instructional method to occur, new instructional materials need to be designed and tested. Research is needed to investigate how to integrate the latest computer technologies within a constructivist mode consistent with the objectives of chemistry education in Malaysia. 

This then is the intention of this study; to design an animation aided constructivist approach to instruction and to test its implementation in the Malaysian context.

OT